essay writing e.g. nyt

Essay writing, e.g. Crossword Clue

Essay writing eg NYT Crossword Clue Answers are listed below. Did you came up with a solution that did not solve the clue? No worries we keep a close eye on all the clues and update them regularly with the correct answers.

ESSAY WRITING EG Crossword Answer

Essay writing, e.g. NYT Crossword

We solved the clue 'Essay writing, e.g.' which last appeared on September 17, 2022 in a N.Y.T crossword puzzle and had five letters. The one solution we have is shown below. Similar clues are also included in case you ended up here searching only a part of the clue text.

ESSAY WRITING EG

Similar Clues

These clues look similar.

• Essay assignment
• Essay count: Abbr.
• Essay offering an alternative viewpoint

Common Answers

The above clues share an answer the the current clue.

• One with something to prove
• Proselytizer
• Novel filler
• Prosecution figure, for short
• Wine that may be made spumante or frizzante

Recent Puzzles

The most recent puzzles.

Essay writing, e.g. Crossword Clue

Essay writing, e.g. answer is: prose.

If you are currently working on a puzzle and find yourself in need of a little guidance, our answer is at your service.

Recent New York Times September 16, 2022 Puzzle

Latest clue, crossword publishers.

All intellectual property rights in and to Crosswords are owned by The Crossword's Publisher.

Essay Papers Writing Online

Mastering the art of essay writing – a comprehensive guide.

Essay writing is a fundamental skill that every student needs to master. Whether you’re in high school, college, or beyond, the ability to write a strong, coherent essay is essential for academic success. However, many students find the process of writing an essay daunting and overwhelming.

This comprehensive guide is here to help you navigate the intricate world of essay writing. From understanding the basics of essay structure to mastering the art of crafting a compelling thesis statement, we’ve got you covered. By the end of this guide, you’ll have the tools and knowledge you need to write an outstanding essay that will impress your teachers and classmates alike.

So, grab your pen and paper (or fire up your laptop) and let’s dive into the ultimate guide to writing an essay. Follow our tips and tricks, and you’ll be well on your way to becoming a skilled and confident essay writer!

The Art of Essay Writing: A Comprehensive Guide

Essay writing is a skill that requires practice, patience, and attention to detail. Whether you’re a student working on an assignment or a professional writing for publication, mastering the art of essay writing can help you communicate your ideas effectively and persuasively.

In this comprehensive guide, we’ll explore the key elements of a successful essay, including how to choose a topic, structure your essay, and craft a compelling thesis statement. We’ll also discuss the importance of research, editing, and proofreading, and provide tips for improving your writing style and grammar.

By following the advice in this guide, you can become a more confident and skilled essay writer, capable of producing high-quality, engaging essays that will impress your readers and achieve your goals.

Understanding the Essay Structure

When it comes to writing an essay, understanding the structure is key to producing a cohesive and well-organized piece of writing. An essay typically consists of three main parts: an introduction, the body paragraphs, and a conclusion.

Introduction: The introduction is where you introduce your topic and provide some background information. It should also include your thesis statement, which is the main idea or argument that you will be discussing in the essay.

Body paragraphs: The body of the essay is where you present your supporting evidence and arguments. Each paragraph should focus on a separate point and include evidence to back up your claims. Remember to use transition words to link your ideas together cohesively.

Conclusion: The conclusion is where you wrap up your essay by summarizing your main points and restating your thesis. It is also a good place to make any final thoughts or reflections on the topic.

Understanding the structure of an essay will help you write more effectively and communicate your ideas clearly to your readers.

Choosing the Right Topic for Your Essay

One of the most crucial steps in writing a successful essay is selecting the right topic. The topic you choose will determine the direction and focus of your writing, so it’s important to choose wisely. Here are some tips to help you select the perfect topic for your essay:

By following these tips and considering your interests, audience, and research, you can choose a topic that will inspire you to write an engaging and compelling essay.

Research and Gathering Information

When writing an essay, conducting thorough research and gathering relevant information is crucial. Here are some tips to help you with your research:

Crafting a Compelling Thesis Statement

When writing an essay, one of the most crucial elements is the thesis statement. This statement serves as the main point of your essay, summarizing the argument or position you will be taking. Crafting a compelling thesis statement is essential for a strong and cohesive essay. Here are some tips to help you create an effective thesis statement:

• Be specific: Your thesis statement should clearly state the main idea of your essay. Avoid vague or general statements.
• Make it arguable: A strong thesis statement is debatable and presents a clear position that can be supported with evidence.
• Avoid clichés: Stay away from overused phrases or clichés in your thesis statement. Instead, strive for originality and clarity.
• Keep it concise: Your thesis statement should be concise and to the point. Avoid unnecessary words or phrases.
• Take a stand: Your thesis statement should express a clear stance on the topic. Don’t be afraid to assert your position.

By following these guidelines, you can craft a compelling thesis statement that sets the tone for your essay and guides your reader through your argument.

Writing the Body of Your Essay

Once you have your introduction in place, it’s time to dive into the body of your essay. The body paragraphs are where you will present your main arguments or points to support your thesis statement.

Here are some tips for writing the body of your essay:

• Stick to One Main Idea: Each paragraph should focus on one main idea or argument. This will help keep your essay organized and easy to follow.
• Use Topic Sentences: Start each paragraph with a topic sentence that introduces the main idea of the paragraph.
• Provide Evidence: Support your main points with evidence such as facts, statistics, examples, or quotes from experts.
• Explain Your Points: Don’t just state your points; also explain how they support your thesis and why they are important.
• Use Transition Words: Use transition words and phrases to connect your ideas and create a smooth flow between paragraphs.

Remember to refer back to your thesis statement and make sure that each paragraph contributes to your overall argument. The body of your essay is where you can really showcase your critical thinking and analytical skills, so take the time to craft well-developed and coherent paragraphs.

Perfecting Your Essay with Editing and Proofreading

Editing and proofreading are essential steps in the essay writing process to ensure your work is polished and error-free. Here are some tips to help you perfect your essay:

• Take a Break: After writing your essay, take a break before starting the editing process. This will help you look at your work with fresh eyes.
• Focus on Structure: Check the overall structure of your essay, including the introduction, body paragraphs, and conclusion. Make sure your ideas flow logically and cohesively.
• Check for Clarity: Ensure that your arguments are clear and easy to follow. Eliminate any jargon or confusing language that might obscure your message.
• Grammar and Punctuation: Review your essay for grammar and punctuation errors. Pay attention to subject-verb agreement, verb tense consistency, and proper punctuation usage.
• Use a Spell Checker: Run a spell check on your essay to catch any spelling mistakes. However, don’t rely solely on spell checkers as they may miss certain errors.
• Read Aloud: Read your essay aloud to yourself or have someone else read it to you. This can help you identify awkward phrasing or unclear sentences.
• Get Feedback: Consider getting feedback from a peer, teacher, or writing tutor. They can offer valuable insights and suggestions for improving your essay.

By following these editing and proofreading tips, you can ensure that your essay is well-crafted, organized, and free of errors, helping you make a strong impression on your readers.

Related Post

How to master the art of writing expository essays and captivate your audience, convenient and reliable source to purchase college essays online, step-by-step guide to crafting a powerful literary analysis essay, unlock success with a comprehensive business research paper example guide, unlock your writing potential with writers college – transform your passion into profession, “unlocking the secrets of academic success – navigating the world of research papers in college”, master the art of sociological expression – elevate your writing skills in sociology.

The New York Times

The learning network | writing rules advice from the times on writing well.

Writing Rules! Advice From The Times on Writing Well

Language Arts

Teaching ideas based on New York Times content.

• See all in Language Arts »
• See all lesson plans »

The Times has recently published a few features that we consider gifts to English teachers everywhere, including a summer “How To” section of the Sunday Book Review , and a new series, called “Draft,” on the art of writing, which features essays by grammarians, historians, linguists, journalists, novelists and others.

Below, we collect some “rules” we’ve derived from these features and from other pieces on the Times site, along with links and related activities we hope writers at any stage will find fun or useful — or both.

Before you go, please note Rule 10, in which we ask for your writing advice.

Rule 1: Listen to the Voice Inside Your Head

In a post for Draft, Verilyn Klinkenborg notes that he is often asked what his “writing process” is. “My answer is simple: I think patiently, trying out sentences in my head,” he writes.

He advises student writers to do the same, in contrast to school-writing, in which students are “asked repeatedly to write papers that are inherently insincere exercises in rearranging things they’ve read or been told.” (Or, we have to add, are school exercises masquerading as sincere personal essays, such as the one spoofed in this Onion classic. )

Mr. Klinkenborg advises, “Before you learn to write well, to trust yourself as a writer, you will have to learn to be patient in the presence of your own thoughts.”

You almost surely have a voice inside your head. At present, it’s an untrained voice. It natters along quite happily, constructing delayed ripostes and hypothetical conversations. Why not give it something useful to do? Memorize some poetry or prose, nothing too arcane. A rhythmic kind of writing works best, something that sounds almost spoken. Then play those passages over and over again in your memory.

Try Mr. Klinkenborg’s suggestions and see what happens. And if you’d like to record the voice in your head, or some of the sentences you begin to experiment with, try keeping a journal. The Personal Tech section of The Times reports this week that you can now do that via phone apps, without the “inconvenience of paper.”

Rule 2: Learn From the Masters

A classic Times series, “Writers on Writing,” asked contemporary writers from André Aciman to Hilma Wolitzer to talk about their work.

Glean insight from authors like Jamaica Kinkaid on why she writes ; Allegra Goodman on calming the inner critic ; and Carl Hiaasen on scrounging for material in newspaper headlines .

What are your favorite bits of advice? Copy them out for future inspiration.

Rule 3: Read Like Writers

To learn “How to Write Great,” immerse yourself in great literature, which, according to writer Roger Rosenblatt, can be anything from “Harold and the Purple Crayon” (“the lessons of the ‘Odyssey,’ minus the sex”) to “The Great Gatsby” (“Jay Gatsby, who stood straight and sober in the drunken Twenties, and who, nutty as his yearnings may have been, really was great”).

What books do you admire most? Why? As Mr. Rosenblatt does in this essay, you might try writing a paragraph describing what you find important and enduring about a book or author, whether your choice is an official classic on everyone’s list or an overlooked gem you think others should read.

Rule 4: Review the Rules

In his hilarious “How To Write,” Colson Whitehead plays with shopworn advice that will be familiar to many student-writers. For instance:

Rule No. 1: Show and Tell. Most people say, “Show, don’t tell,” but I stand by Show and Tell, because when writers put their work out into the world, they’re like kids bringing their broken unicorns and chewed-up teddy bears into class in the sad hope that someone else will love them as much as they do. “And what do you have for us today, Marcy?” “A penetrating psychological study of a young med student who receives disturbing news from a former lover.” “How marvelous! Timmy, what are you holding there?” “It’s a Calvinoesque romp through an unnamed metropolis much like New York, narrated by an armadillo.” “Such imagination!” Show and Tell, followed by a good nap.

Before you read the rest of Mr. Whitehead’s rules, you might brainstorm, alone or in a group, your own “Rules for Writing” — derived from what you’ve learned in school, from “real” writers, from your own experience, or from anywhere else. When you’re finished, consider:

• Is there a difference between the rules you’ve learned in school and those you’ve learned about writing on your own?
• Which rules seem most sound to you?
• Do we need rules for writing?

Then, read the rest of Mr. Whitehead’s essay, and compare the two lists. What did you learn about writing from his piece that you didn’t know before?

Or, use his list as a model, and create a list of rules that spoof the advice on, or the clichés about, a topic you know well.

Rule 5: Study Sentences

In “My Life’s Sentences,” Jhumpa Lahiri writes:

In college, I used to underline sentences that struck me, that made me look up from the page. They were not necessarily the same sentences the professors pointed out, which would turn up for further explication on an exam. I noted them for their clarity, their rhythm, their beauty and their enchantment. For surely it is a magical thing for a handful of words, artfully arranged, to stop time. To conjure a place, a person, a situation, in all its specificity and dimensions. To affect us and alter us, as profoundly as real people and things do.

Sentences matter. In fact, Constance Hale notes that sentences can even act as miniature narratives . As Hale does , you might collect your own examples of great sentences that are mini-narratives.

Ms. Hale also explores the “Sentences of the Masters” to demonstrate the different effects of short and long sentences:

Gabriel García Márquez writes unhurried sentences that almost defy parsing. William Faulkner wrote a nearly 1,300-word sentence that ended up in Guinness World Records, but he used the five words “My mother is a fish” as a complete chapter of a book. Joan Didion can stop us short with simple truths, and she can take us on strolls down labyrinthine corridors.

Look for examples of interesting sentence structure and sentence variety in a work you are studying or reading, then write your own “copy-change” versions , in which you borrow another author’s structure and use it to create your own piece.

You might also consider excerpts from children’s book to review sound literary devices and explore the music that sentences make .

Rule 6: Write With Non-Zombie Nouns and Verbs

Delve into Strunk and White’s fourth style reminder “Write with nouns and verbs” by reading about what Helen Sword calls “Zombie Nouns” :

Nouns formed from other parts of speech are called nominalizations. Academics love them; so do lawyers, bureaucrats and business writers. I call them “zombie nouns” because they cannibalize active verbs, suck the lifeblood from adjectives and substitute abstract entities for human beings.

Fight those nasty zombie nouns with vivacious verbs .

And to consider tricky questions like “Do verbs have to be in the active voice?” and “When is the passive voice useful?” use the rules and examples in this post by Constance Hale.

Rule 7: Punctuate That Thought

In a post on exclamation points , Ben Yagoda writes

Habitual e-mailers, texters and posters convey quite precise nuances through punctuation, which is after all one of the points of punctuation. A friend’s 12-year-old daughter once said that in her view, a single exclamation point is fine, as is three, but never two. My friend asked her where this rule came from and the girl said, “Nowhere. It’s just something you learn.”

Look through e-mails and texts you’ve sent for examples of “precise nuances” you’ve conveyed through punctuation. What “rules,” like the exclamation-point rule cited above, do you think govern the use of punctuation in forms of communication like texts and I.M.’s?

How might an older generation less fluent in these methods get the unwritten rules wrong? (Teachers: sites like When Parents Text might be useful here, but please consider whether they are appropriate for your students first.)

Here are some punctuation marks to consider:

Exclamation points

Use Mr. Yagoda’s post to examine and appreciate the role of the exclamation point in a sentence, then track exclamation points you see in “the wild”— in texts, e-mail, advertising, literature, or anywhere else. How do audience and purpose help determine when and why an exclamation point might be necessary or desirable?

Mr. Yagoda’s post also alludes to the use of the period in the Obama “Forward.” Slogan and what it suggests. What, exactly, does that period tell readers? What about the period the band Fun. has in its name?

Semicolons mystify many. In Semicolons: A Love Story Ben Dolnick recalls

When I was a teenager, newly fixated on becoming a writer, I came across a piece of advice from Kurt Vonnegut that affected me like an ice cube down the back of my shirt. “Do not use semicolons,” he said. “They are transvestite hermaphrodites representing absolutely nothing. All they do is show you’ve been to college.”

While Vonnegut’s admonition may be harsh, Mr. Dolnick offers a good primer to using semicolons sparingly and eloquently, helping them understand the comma-period hybrid as writers and readers, which is useful, as one never knows where one might pop up .

Correct comma placement matters. Just ask Grandma: Let’s eat, Grandma! Let’s eat Grandma!

Use the Draft post “Fanfare for the Comma Man” as a jumping off point to examine comma use in a book you are currently reading. Copy sentences which include commas and use them to deduce the rules for proper comma use.

Then, turn to this post to check the accuracy of the comma rules you’ve come up with and check that your writers are following the rules.

Rule 8: Nobody’s Perfect

Yes, Times writers and editors do make mistakes and the in-house feature “ After Deadline ,” which the public can view, too, takes them to task by highlighting and correcting errors in grammar, usage and style that appear in print.

Use this blog to understand grammatical points, like subject verb agreement . Then, become a better editor of your own work by taking the After Deadline Quiz .

Rule 9: Fail

Learn from your mistakes and failures, a topic Augusten Burroughs tackles in “How to Write How-To” :

… to pass along the knowledge of how to succeed, first you must know how to fail. A great deal, if possible. This is essential because it’s far more common (and easier) to make mistakes than to enjoy success. Being aware of potential points of derailment helps to better and more accurately navigate your readers past your own missteps so they can succeed where perhaps you first failed quite miserably.

Value mistakes, and the successes that grow from them, by keeping a portfolio of your work, including revisions and editing exercises. You might even reflect in writing on how your writing has progressed, or create a timeline of your development as a writer to see, laid out chronologically, how you’ve grown from as a writer over time.

Rule 10: Fill in the Blank

What would you add? Why? We invite you to tell us below.

Common Core E.L.A. Anchor Standards, 6-12

Reading 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs and larger parts of the text (for example, a section, chapter, scene or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 10. Read and comprehend complex literary and informational texts independently and proficiently.

Writing 4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach. 10. Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.

Speaking and Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Comments are no longer being accepted.

Rule 10 (actually an extension of rule 9): Ask your teacher to please NOT grade everything you write but rather to respond to what you are trying to say. As you revise, again ask your teacher to not grade you but rather to suggest how you might perhaps say what you are saying but more completely, or forcefully, or whatever it is that would suit your intent. Again as you revise, ask your teacher to ‘grade’ you but not with shorthand numerals or letters but rather with words that indicate her judgment about the effectiveness of your combination of thinking and construct.

Have something to say, please!

Writing is an art form, and art thrives on innovation. Therefore it is pointless giving lessons on it.

Number 10: Write to Learn Use the act of writing as a way to explore new ideas and push yourself in new directions, and remember that not all writing is final writing. Some of your words might never see the light of day. But writing can help you make sense of your world.

Write all openings and first chapters to be read aloud. If you are a lucky author, you’ll get to read the opening chapter of your novel many times. If you are student, you’ll read in front of your class. Think of what your words sounds like when spoken. I always read my first chapters to an empty room and write for the ear. That’s what sells books at readings.

Be wary of uncritically assuming that your ‘instructor’ has all the best answers. For example, in this article the author’s use of the phrase, “How to Write Great,” sounds awkward, as does “How to write good.” Pay attention. Listen to your own voice! Can you think of a phrase that sounds better?

You may want to look at fraze.it site. It’s quite useful site for finding  well written sentences.

Use of present tense and active voice enlivens writing,

My writing improved more than at any other time when I delved into poetry late in life. Besides reading poems, I wrote some. Below I reproduce my shortest.

Write first. Then read the rules and edit. Getting hung up by a list of rules before writing is a good way to block your creativity.

Be a reporter, not a pundit. State the facts in a neutral manner, without intruding with your own opinions. (To do this right takes expertise, artistry and thought.) This is really just the old adage “Don’t tell them, show them.”

I gotta go with Zinsser, too.

SEPTA (Southeast Pennsylvania Transit Authority) asks its riders to reserve certain seats for “Persons with Disabilities and Seniors”., instead of “Seniors and Persons with Disabilities”: Nu?

Twenty-five years ago, a professor at Fordham gave us three words of advice for all written expression: “omit needless words.” I think he should have said,”omit unnecessary words,” but i think of it every time I read, write, or edit.

I found that when I taught philosophy, it was a wonderful exercise to have students comment on famous quotes, moral and ethical problems and current events. My students evolved beautifully over the year with more and more thoughtful comments and musings. For me, the stimulus equals the response.

S, Juniper– “How to write well” is a better title.

I think a good rule to add would be write freely, with your own style, and with fluidity. It isn’t very good writing if you use someone else’s writing style, as only that person knows how to write like themselves. If you write with your own gracefulness, then it will be ten times better than using someone else’s way of writing. I do believe it is okay to incorporate a bit of style from a few different writers, but still blending yours into the writing as a majority. After you write in your own way, then you can go back and check your work using the rules and what not.

My favorite rules were one and three.

Rule 6’s “zombie nouns” entry was written by Helen Sword, not Karen Sword.

I really enjoyed this series. Thanks for this summary.

Oh dear, you’re right! Just made the change, and thank you for altering alerting us. –Katherine

Allow sufficient time to pass between writing and making your final edits. Time reveals all.

“Well, nobody’s perfect” (“Some Like It Hot”,1959)

Hence, the rule: Proofread!

E.g. “thank you for altering us. –Katherine” (response to #18) should have been “thank you for alerting us.–Katherine” . 😉

Ha. Thank you for ALERTING me. I’ll correct my own correction. –Katherine

Rule 10 – Finish!

One of the potential new writer traps I’ve avoided (barely) is the temptation to revise and edit a project that is incomplete in a vain attempt to get it perfect and to the point where it is impossible to move on with the story.

You have to finish!

You’ll never get anywhere until you get the entire story on paper (or computer screen). After you finish, that’s the time to edit, tweak, expand/delete, and fine tune, but, at least for me, finishing the draft is key. The rest will come…eventually.

I had to laugh about the semicolon rule – man, I hate those things, too! Don’t get them at all, so I avoid using them at all costs.

I’d add: Believe in what you’re writing. Believe in it fiercely. Why? Because that belief in your work will see you/get you through. Through insomnia. Through those “I feel stuck” moments. Through those moments of self-doubt. Through those moments when you feel alone, when you’re questioning, when you feel like no one but you believes in your work.

As a college professor who writes a lot and asks students to complete many different types of writing assignments, I start with a set of rules I learned from my father, a retired accountant: (1) What are your trying to say? (2) Have you said it? When those two match–when you are actually saying what you are trying to say–you have made a good start. It is then time to think about whether you might say “it” in a more lively and concise fashion.

In my opinion, Rule Number One “Listen to the Voice Inside Your Head” is the most important rule if you ignore the aspects of grammar. Every once in a while I like to write fictional short stories. Without the voice in my head I probably wouldn’t be able to add any true emotion to my writing. When I attempt to write a school paper I often find myself writing in a monotone, basically conveying the essence of my boredom. In order to remedy the situation I look for interesting words or phrases to spice everything up a bit, making sure that the words sound at least as good in my head as I want them to out loud.

You are what you write! If you do not have the ability to express yourself accurately, probably people will not believe in your real potential!

What's Next

Some people feel that entertainers (e.g. film stars, pop musicians or sports stars) are paid too much money. Do you agree or disagree? Which other types of jobs should be highly paid? Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Unauthorized use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Writing9 with appropriate and specific direction to the original content.

Fully explain your ideas

To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).

For we to consider an essay structure a great one, it should be looking like this:

• Paragraph 1 - Introduction
• Sentence 1 - Background statement
• Sentence 2 - Detailed background statement
• Sentence 3 - Thesis
• Sentence 4 - Outline sentence
• Paragraph 2 - First supporting paragraph
• Sentence 1 - Topic sentence
• Sentence 2 - Example
• Sentence 3 - Discussion
• Sentence 4 - Conclusion
• Paragraph 3 - Second supporting paragraph
• Paragraph 4 - Conclusion
• Sentence 1 - Summary
• Sentence 2 - Restatement of thesis
• Sentence 3 - Prediction or recommendation

Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.

Discover more tips in The Ultimate Guide to Get a Target Band Score of 7+ » — a book that's free for 🚀 Premium users.

• Check your IELTS essay »
• Find essays with the same topic
• View collections of IELTS Writing Samples
• Show IELTS Writing Task 2 Topics

You recently attended a training course for your work. Your employer has asked you for your feedback on the training course. Write a letter to your employer. In your letter remind your employer what the course was about explain why the course was useful to you in your work suggest why the course may not be suitable for some of your other colleagues

Some people think that parents should teach their children how to be good members of society. others, however, believe that school is the best place to learn this. discuss both views and give your own opinion., computer and a.i. technology are increasingly being used for online education. can artificial intelligence enhance the learning experience is this a positive or negative development, living in a country where you have to speak a foreign language can cause serious social prblems as well as practical problems. to what extent do you agree or disagree with this statements, some people say that the main environmental problem of our time is the loss of particular species of plants and animals. others say that there are more important environmental problems. discuss both these views and give your own opinion..

• Share full article

Advertisement

Supported by

Guest Essay

The Tiresome Mr. Timberlake

By Jennifer Weiner

Ms. Weiner, a novelist, writes frequently about gender and culture.

Poor Justin Timberlake … are not three words I could have imagined typing 25 or 15 or even five years ago.

Mr. Timberlake, the “Mickey Mouse Club” veteran turned boy band pinup; half, along with Britney Spears, of an iconic millennial power couple; the platinum-selling, Grammy-award-winning solo artist and a go-to “Saturday Night Live” guest host; and now, as the whole wide world has learned, the dude arrested in the Hamptons early Tuesday morning and charged with driving while intoxicated.

Sprinkling salt on the wound, Page Six reported that the arresting officer didn’t know who the perp was. After Mr. Timberlake reportedly muttered that the arrest was “going to ruin the tour,” the officer asked, “What tour?” Per People magazine, “The internet can’t stop laughing.” Among the cascade of jokes: that his arrest might be the one event that could turn all of X pro-cop for a day and that Mr. Timberlake should have been more concerned with taking a cab back than bringing sexy back . Streams of Britney Spears’s song “Criminal” spiked. Savage memes keep replicating.

The misery of celebrities always occasions a fire hose of schadenfreude, but this seems next level. Where, I found myself wondering as I scrolled and LOL’ed, are the fans rallying to his defense? Why is everyone enjoying this quite so very, very much?

The answer is that this isn’t happening to any old celebrity. It’s happening to the man who for the longest time seemed, to many, like the embodiment of unearned good fortune — in a word, privilege. He’s a talented performer, a gifted singer, a charming actor, sure. But his biggest talent may be for getting away clean.

Over the years Mr. Timberlake has not been immune to controversy, just to its consequences. Time after time, he escaped unscathed, looking and, it seemed, feeling just fine, while those around him were left to pick up the pieces.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .